Application of Hybrid Teaching Method in English Teaching

Xiaofei Yang1,a,*

1Dalian Neusoft University of Information, Dalian, Liaoning, Chinaayangxiaofei@neusoft.edu.cn

*corresponding author

Keywords: Hybrid Teaching Methods, English Language Learning, Face to Face Interaction andOnline Learning

Abstract: The development of technology has enabled for blended teaching and learning processesin colleges among students effectively. The teaching of English language requires the use of correctprocesses that enable students to capture certain ideas and concepts in English successfully. Thispaper evaluates the importance of hybrid teaching method among undergraduate students in collegeEnglish learning by evaluating blended teaching and learning processes. Hybrid teaching isconsidered as blended coaching that combines face to face interactions with online experiencesduring the teaching processes. A number of foreign language programs have developed over theyears through online classes, because of the dependence of teacher preparation and online supportthrough considerable research. Therefore, hybrid teaching requires proper planning and research forit to be effective and useful to the students, especially in teaching English. It entails connected skilldevelopment processes in communication through the preparation and support of teachers based onliterature research. The teaching of English language among students is based on literature research,professional development and language program directors in a specific context as provided. Thepaper evaluates the process and importance of hybrid teaching methods that enable professionaldevelopment in the learning and teaching of English language among undergraduate collegestudents.

1. IntroductionHybrid teaching methods combine face to face and online teaching to form a cohesive experienceamong learners and teachers in college English learning. Undergraduate students prefer learningwhile online with fewer class sessions and hence hybrid teaching methods increase the learners'involvement and the urge to understand English concepts because of the online experience.Furthermore, Hybrid teaching offers unique experiences through planned teachings in a more carefulstructure. Instructors need to ensure that hybrid teaching methods develop strong face to faceteaching and can be feed over a longer term. Hybrid teaching balances blended face to face courseexperiences and few class sessions that are worth in online instructional learning. The developmentand growth of information and technology have enabled changes in the education system such ashybrid teaching methods. Hybrid teaching methods blend various approaches of learning andteaching, that utilizes resources and materials to facilitate understanding of various subjects such asEnglish among undergraduate college students effectively. Learners are able to interact effectivelywith learning materials and peers through hybrid teaching methods to enable a blended learningprocess. Therefore, hybrid learning methods in teaching English Language among collegeundergraduate students is important through the combination of online learning and face to faceinteraction for successful achievements as the learning objective.

2. The Concept of Hybrid Learning in Teaching EnglishHybrid learning integrates traditional learning and web-based approaches in teaching Englisheffectively. The method promotes and develops English learning through active methods and

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involved practical activities’ as experienced on the web (Chambers & Gregory, 2006, p.3).Additionally, a hybrid teaching method allows students to solve problem strategically through theexperiences encountered in online learning. Additionally, the blending of face to face and onlinelearning gives the students an opportunity to reflect and develop specific critical thinking strategiesduring the learning process (Dong & Yu, 2017, p.9). Various curriculum activities and traditionalmaterials used in the teaching of English can be accessed effectively through hybrid learning.Furthermore, Students are able to sharpen their skills in English, through hybrid learning because ofthe opportunity to access numerous Educational journals physically in electronic forms while online.Traditional learning concepts are important in promoting learning processes in English because ofthe skills such as Writing the definitions of vocabularies In the English language as the presented intraditional learning style (Cheung et al.,2013,p.132). Therefore, the combination of traditionalconcepts in teaching English is part of a hybrid learning method that promotes English teachingeffectively.Besides, hybrid learning methodologies have enabled the combination of media tools integrated

into e-learning environments. English language students are able to access relevant informationthrough e-platforms to enable them to learn effectively some specific components of Englisheffectively (Igi Global, & Information Resources Management Association, 2018, p.960).E-Learning environments increase resources for teaching and commensurate development in highereducation practices. Besides, increased access and dependence on ideologies through online learningis an important concept in conventional education through blended teaching. Students’ purposes andconditions in learning English is clearly shaped through ideologies through hybrid learning practices(Klimova &Kacetl, 2015, p. 477). Moreover, the combination of learning and teaching approaches ismade possible irrespective of the technology used when hybrid teaching methods are employed inthe process of teaching English. The mixture of instructional modalities in teaching English throughhybrid learning self-paces the learning process effectively. Web and onsite information integrateinformation that promotes effective learning processes for successful English languageunderstanding. Students are able to media tools such as CD-ROMs, videos and PowerPoint slidesthat are presented in English to teach certain components relevant in understanding the Englishlanguage effectively(Güçyetmez & Çam, 2016,p.6) Additionally, instructional methods through faceto face and technology-based teaching sessions are made possible through hybrid learning as a wayof meeting learning goals and developing preferences that are relevant in promoting the learningprocess effectively(Wichadee, 2015,p.230)

3. Hybrid Learning Approaches in Teaching EnglishHybrid learning is one of the successful approaches in teaching English among students in severalcolleges. The method identifies certain important fields of knowledge that are necessary for effectivecommunication in teaching English language among students. Besides, it combines traditional,computer-assisted and face to face English language teaching as the main approaches (Chambers &Gregory, 2006, p.2). The blending is possible through various technological means that combinestraditional instructional classroom teaching, relevantin enabling for the incorporation of certainimportant English components. Additionally, hybrid learning introduces pedagogical approaches toteaching English that combines the effectiveness of socialization opportunities within a classroom(Pawan et al., 2016, p.102) Hybrid teaching approaches enhance technological aspects for activelearning possibilities within an online environment to promote teaching and development of ideasand concepts among college students. Blended learning approaches use audio based activities’important for both oral and comprehension teaching in the promotion of English language (Cheunget, al., 2013, p.356). Students are able to understand the ideas and concepts that are important inEnglish for Essay and comprehension writing. Additionally, students will be able to write text-basedactivities’ effectively as a form of communication in English because of the approaches introducedthrough hybrid learning methods (Klimova &Kacetl, 2015, p. 479).

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Hybrid teaching methods allow for the incorporation of informatics and management systemapproaches. The teacher allows written assignments such as essays to be submitted through onlineplatforms for self-study and further reference while reading. Teachers are able to follow face to faceteaching and students discussions in particular areas of difficulties to meet goals and promote onlinework. Additionally, teachers are able to identify mistakes and clarify on certain important pointsthatmight have been made in the assignments and submitted online (Klimova &Kacetl, 2015, p. 481).The discussion and interactions’ that teachers and students have in hybrid teaching are important inenabling a proper understanding of ideas in English language. Additionally, English languagebecomes easy and interesting in it is learning and teaching approaches. Definitions of certainimportant English vocabularies are easily accessed and learned for proper writing andcommunication. Moreover, students are able to input important materials for coursework andexplanation of English concepts through videos or written information presented on the websites(Cesm, Lin, &Huang, 2011, p.23). The combination of coursework and companions of websitesthrough hybrid learning enables for the growth of activities and ideas that are exercisable in thelearning of English effectively. The blending in hybrid learning targets cultural languages’ throughthe use of you tubes videos and meaningful situational videos relevant in teaching English language(Chambers & Gregory, 2006, p.6).

4. ConclusionHybrid learning methods compensate for the gaps that exist in teaching English and other subjects.Students are exposed to important materials and resources that adopt learning strategies in Englishfor language development. Additionally, student and teachers interaction is enhanced through hybridlearning methods to identify mistakes while focusing on the objectives of the learning process. Theblending of teachers and students is important for unique experiences of learner teacher relationshipduring the learning process. Communication in English language is made perfect through hybridlearning methods because of the intense exploitation of tools and resources in both modern andtraditional concepts of learning English. Using the internet helps students in improving key Englishlanguage skills such as reading, listening and writing. Additionally, access to the media tools such asCD –ROMs gives the students an opportunity of revisiting lecturers and seminars to refreshmemories and internalize English learning.

References[1] Cesm 2011, Lin, S., & Huang, X. (2011). Advanced research on computer education, simulationand modeling: International Conference, CESM 2011; Wuhan, China, June 18-19, 2011. Proceedings.Heidelberg, Springer. http://site.ebrary.com/id/10483969.[2] Chambers, E., & Gregory, M. W., 2006. Teaching and learning English literature. London,SAGE.[3] Cheung, S. K. S., Fong, J., Fong, W., Wang, F. L., & Kwok, L. F. (2013). Hybrid Learning andContinuing Education: 6th International Conference, ICHL 2013, Toronto, ON, Canada, August12-14, 2013. Proceedings. Berlin, Heidelberg, Springerhttp://link.springer.com/openurl?genre=book&isbn=978-3-642-39749-3.[4] Dong, X.P. and Yu, B., 2017. Research and Practice of Hybrid Teaching Model of Trinity. EurasiaJournal of Mathematics, Science and Technology Education, 13(8), pp.5589-5596.[5] Güçyetmez, M. and Çam, E., 2016. A new hybrid algorithm with genetic-teaching learningoptimization (G-TLBO) technique for optimizing of power flow in wind-thermal power systems.electrical engineering, 98(2), pp.145-157.[6] Igi Global, & Information Resources Management Association. (2018). Information andtechnology literacy: concepts, methodologies, tools, and applications.http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-3417-4.[7] Klimova, B.F., and Kacetl, J., 2015. Hybrid learning and its current role in the teaching of foreign

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languages. Procedia-Social and Behavioral Sciences, 182, pp.477-481.[8] Pawan, F., Wiechart, K.A., Warren, A.N. and Park, J., 2016. Pedagogy and Practice for OnlineEnglish Language Teacher Education. TESOL Press. Available from: TESOL InternationalAssociation. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.[9] Wichadee, S., 2015. Factors related to students' performance of hybrid learning in an Englishlanguage course. In Curriculum Design and Classroom Management: Concepts, Methodologies,Tools, and Applications (pp. 225-241). IGI Global.

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